Pratiwi, Rizky Silvia. 2021. Discourse Markers Usage among Islamic Higher Education Students. Thesis. School of Graduate Program State Islamic Institute of Kediri. Advisor: (I) Dr. Toyyibah, S.S., M.Pd., (II) Dr. Fathor Rasyid, M.Pd. Keywords: Discourse Markers, Discussion, Indonesian EFL learners This study focuses on discourse markers usage of discussion sections among Islamic Higher Education Students. In this case, the researcher concerns about markers that connect among sentences or clauses to each other. It was conducted because the researcher was curious about the students mistakes or errors in using discourse markers, especially in discussion sections among Islamic Higher Education Students. This study presents to analyze the accuracy of students and students problems using discourse markers. The corpus-based study is used to be the method of study. 40 discussion sections of undergraduate theses from the English Department of IAIN Kediri, IAIN Tulungagung, IAIN Ponorogo, IAIN Salatiga, UIN Surabaya, UIN Walisongo, UIN Banten, and UIN Syarif Hidayatullah Jakarta, reported in 2019 were chosen randomly as the object of the study. The instruments were Antconc 3.2.4. to deal with the discourse markers sources and tables of analysis that have functions for finding types, accuracy, and students problems using discourse markers. The theory of Bruce Fraser in 2009 and Kao and Chen in 2011 as the main theories that the researcher used in this present study. The data that were studied were from 8 e-theses repositories of some Islamic universities from Indonesia. Analyzing the information uses Antconc 3.2.4 and manual analysis to find the valid data of discourse markers usage. The result reveals three types of discourse markers usage, elaborative, inferential, and contrastive markers. From 40 discussion sections, the total accuracy and inaccuracy are 290, with 111 accuracies and 179 inaccuracy frequencies. Meanwhile, in the students problems, there are 44 distractions, 38 non-equivalent exchanges, 52 overuse, 26 semantic incompletion, 36 surface logicality, and 43 wrong relation problems. Besides, the researcher did not find other types and students problems outside of the researchers theory.

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